CCPH - Service Learning Resources Service-learning is a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens. Service-learning differs from traditional clinical education in the health professions in that: Citation: Seifer SD. (1998). Tools and Resources CCPH and our members have developed a number of tools and resources for service-learning, including PowerPoint presentations and proceedings. Please click to view and print these service-learning tools and resources (printable with Adobe Acrobat Reader) The Council on Linkages Between Academia and Public Health Practice has developed a number of tools for community-academic partnerships between health departments and schools of public health. Electronic Discussion Groups
Models The SENCER Model Series About the Models The SENCER models are curricular approaches to improving science learning and supporting engagement with complex issues. Through the "lens" of a matter or set of matters of public consequence, a SENCER model course or program teaches science that is both challenging and rigorous. SENCER models have clear learning outcomes. The models are presented heuristically, that is as aids to understanding and inspirations for what is achievable. We welcome your review, use, and appraisal of the SENCER models. Dr. General Editor, SENCER Model Series The SENCER Models Please see below for a list of the SENCER Models, organized chronologically based on their year of addition to the series. To search models by assessment method, learning strategy, civic issue, or discipline, please visit the SENCER Digital Library. TechEP--An Emerging Model of Curricular Integration Environmental Biology: Ecosystems of Southwest Florida Stem Cells and Social Justice The Science of Sleep
A Checklist for Implementing Service-Learning in Higher Education | JCES - The University of Alabama Amelia Jenkins and Patricia Sheehey Abstract Service-learning has been implemented successfully as an instructional method in K-12 schools, colleges, and universities. Research indicates that service-learning helps students gain knowledge and skills and increase self-confidence and sense of caring. Instructors in teacher education courses use an array of instructional strategies to facilitate preservice teachers’ acquisition of the theoretical knowledge of teaching and the application of the process of teaching children and young adults. Service-learning has been implemented successfully as an instructional method in elementary and secondary schools, as well as community colleges and universities (Griffith, 2005; Yoder, Retish, & Wade, 1996). Service-Learning in Higher Education Research has indicated that service-learning is effective pedagogy on college and university campuses. Preparation Implementation Assessment/Reflection Demonstration/Celebration Service-Learning Project Description 1.
10 Benefits of ‘Service Learning’ After Hurricane Katrina, Tulane University looked inward and became the first major “high research” institution in the country to require “service learning” as part of the undergraduate required core curriculum. The requirement was grounded in the belief that “public service, rooted in an academic context…contributes to the development of student engagement.” Locally, American University’s Community Service-Learning Programs (CSLP) provides students the opportunity to receive an additional credit linked to a regular three- or four-credit course in exchange for completing an additional course assignment or project and 40 hours of service work relevant to the subject. At George Washington University, the Center for Civic Engagement and Public Service offers resources and support to faculty and students implementing service-learning into courses and programs. Specifically, the Center works to “enhance and grow GW service-learning in the District and around the world.”
History of Service-Learning in Higher Education Source: National Service-Learning Clearinghouse, January 2008 Community service and civic engagement have a long history on American campuses beginning in the 19th century and finding revitalization in the 1960s, 1980s, and today. For example, community service activities in Greek-letter organizations and campus faith-based groups have had an enduring presence on campuses. In 1969, these pioneers and others concerned with higher education and community service met in Atlanta to discuss the pros and cons of service-learning and the importance of implementing these types of programs in American colleges and universities. Since that first conference service-learning scholars and participants have been advocating for these same recommendations, and the vibrant and vital discussion of the best practices and ideas for service-learning continues to this day. The higher education grants are awarded by LSA in two different ways. Jacoby, B. (1996). Stanton, T., D. Stanton, T.K., and J.W.
Common Faculty Questions 1. Is this another feel-good excuse to water down academic standards? This is an important and legitimate concern for all who are concerned with quality higher education, and it is the focus of much past and current research on Service-Learning. If applied properly, this pedagogy is actually more rigorous than the traditional teaching strategies. 2. Trying anything new is a risk, and it challenges our competencies. Reading materials in this handbook, attending a few workshops and seminars, conversing with other Service-Learning faculty, and consulting with the Service-Learning Coordinator, will help you become more comfortable with using Service-Learning as an integral part of your course. 3. Some faculty may be concerned that their students lack adequate preparation or skills to help others in a meaningful way. 4. Service-Learning is not an add-on to your current course requirements. 5. Surprisingly, many students are willing and able to do Service-Learning. 6. 7. Yes.
101_BRIGHT_IDEAS_FOR_SERVICE_LEARNING Service-Learning in Higher Education INSTRUCTORS: Janet Eyler & Dwight E. Giles, Jr. OFFICE HOURS: By appointment OFFICES: Payne 206 & Mayborn 104 OFFICE PHONES: 322-8522 & 322 8273 E-MAIL: janet.s.eyler {at} vanderbilt(.)edu; dwight.e.gilesjr {at} vanderbilt(.)edu CLASS: Mayborn 105 Wednesdays 4:10-7:00PM This class is a hands-on, minds-on engagement in the practice and theory of service learning – the integration of community service and related academic study. By the end of the course students will: Develop skills for collaborative work with community partnersAssist in planning, implementation and/or assessment of service learning programCritique existing service learning research literatureIdentify ways in which service learning advances goals of higher educationDescribe the range of service learning programs in higher educationApply experiential learning theory to service learningDescribe theoretical roots of service learning The project you choose must meet these criteria: Edward Zlotkowski (ed.) January 12 January 19
President's Higher Education Community Service Honor Roll The President's Higher Education Community Service Honor Roll, launched in 2006, annually highlights the role colleges and universities play in solving community problems and placing more students on a lifelong path of civic engagement by recognizing institutions that achieve meaningful, measureable outcomes in the communities they serve. The 2014 Honor Roll will recognize higher education institutions in four categories: The application deadline is April 3, 2014 at 5:00pm ET. Please log in or create an account so your institution can begin its application today. If you need help with your application or have questions, please participate in one of the following conference calls: Tuesday March 11, 2014 at 2:00pm ET (Call-In #: 1-888-790-3414; Passcode: 7167858) Tuesday March 25, 2014 at 2:00pm ET (Call-In #: 1-888-790-3414; Passcode: 8513471) To introduce the new application, provide technical assistance, and answer questions we conducted webinars in December of 2013 and in February of 2014:
Who We Are Campus Compact is a national coalition of more than 1,100 college and university presidents who are committed to fulfilling the civic purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps campuses forge effective community partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four-year institutions across the spectrum of higher education. Campus Compact comprises a national office based in Boston, MA, and state affiliates in CA, CT, FL, HI, IL, IN, IA, KS, KY, ME, MD-DC, MA, MI, MN, MO, MT, Mountain West, NE, NH, NJ, NY, NC, OH, OK, OR, PA, RI, SC, TN, UT, VT, WA, WI, and WV. Mission Vision History
Proud of Group Projects Coming to terms with Service-Learning, Group projects, community service and public rhetoric. The Project I end every semester by asking students in my basic public speaking course to do a group project. There are more details to the project, but the first line of my assignment sheet pretty much sums it up: "Using what you have learned in this class, you must create a persuasive, public service communication artifact." With these words I ask my students to spend the last four weeks of class out in the community, using the skills I have taught them in persuasive communication, to do something in the public good. My MWF class: Group One joined up with the football team and worked with them to help elderly members of the community clean up their yards for summer. The First Tuesday/Thursday class: Group One worked with the Gospel Mission, a non-profit that helps the poverty stricken and homeless in the area. Second Tuesday/Thursday class: The Night Class: This is not to brag.